Teaching with group work, peer and self assessment

Steve Frankland, Hie Hua Wong, Neil James, Mike Miles, Chris Ricketts, Cheryl Burton, Sherria Hoskins, Carolyne Jacobs, Heather MacKenzie

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review

Abstract

This paper presents the findings of an interactive case study that uses a problem-based learning approach to examine a typical layout planning case whereby, students assess the work of other students which are then used as a part of their continuous assessment. After a brief introduction to the topic, students are formed into small groups of about five students and given the case to analyse. The introduction contains just enough information for them to tackle the case, they then submit and present their solutions. The case is then used to demonstrate further layout planning techniques used to find solutions to such situations. Finally, students are given an introduction to typical methods of evaluation, and each group evaluates the results of other groups. These are then amalgamated and used as part of the continuous assessment for the subject. The case study has been used on postgraduate students five times and the results consistently demonstrate its value both as a teaching learning activity and as an excellent example of peer assessment.
Original languageEnglish
Title of host publicationEnhancing Teaching and Learning through Assessment
PublisherSpringer Netherlands
Pages143-195
Number of pages53
ISBN (Print)9781402062254
DOIs
Publication statusPublished - 1 Dec 2007

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this